Publication: Rehber öğretmenlerin algıladıkları okul ikliminin proaktif davranışlarına etkisi
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Date
2021
Authors
Akman, Anıl
Journal Title
Journal ISSN
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Publisher
İstanbul Kültür Üniversitesi / Lisansüstü Eğitim Enstitüsü / Eğitim Bilimleri Ana Bilim Dalı / Eğitim Yönetimi ve Planlaması Bilim Dalı
Abstract
Okul iklimi, bir okulu diğerlerinden ayırma işlevi gören, bünyesindeki bireylerin tutum ve davranışları üzerinde etkili olan iç özellikler bütünüdür. Proaktif davranış ise kişinin geleceği öngörmesi ve hedeflerine ulaşabilmek için inisiyatif alarak eylemde bulunması olarak tanımlanabilir. Alan yazına göre okul iklimi ve proaktif davranışlar; iş performansı, örgütsel bağlılık, uyum, iş doyumu, etkili eğitim ortamının sağlanması konularında önemli işlevlere sahiplerdir. Bu özellikleri sebebiyle okul iklimi ve proaktivite konularının okullarda araştırılmasının önemli olduğu düşünülmektedir. Bu araştırmada, rehber öğretmenlerin algıladıkları okul ikliminin proaktif davranışlarına etkisinin belirlenmesi amaçlanmaktadır. Tarama modellerinden biri olan ilişkisel tarama modelinin kullanıldığı bu araştırmanın evrenini 2020-2021 eğitim öğretim yılında İstanbul ilinde bulunan her kademedeki okullarda görev yapmakta olan Rehber öğretmenler oluşturmaktadır. Evrenin temsil edilebilmesi için örneklem grubu basit tesadüfi örneklem yöntemi kullanılarak seçilmiş; İstanbul'un tüm ilçelerinde görev yapan 104'ü erkek, 307'si kadın olmak üzere toplam 411 Rehber öğretmen bu araştırmanın örneklem grubunu oluşturmuştur. Araştırma verileri; araştırmacı tarafından geliştirilen Katılımcı Bilgi Formu, Okul İklimi Ölçeği (OİÖ) ve Kısaltılmış Proaktif Kişilik Ölçeği (KPÖ) aracılığıyla toplanmıştır. Araştırmada toplanan veriler istatistik paket programı kullanılarak; bağımsız gruplar t testi, Tek Yönlü Varyans Analizi (ANOVA), Çok Değişkenli Anova (MANOVA) ve Çoklu Doğrusal Regresyon yöntemleriyle analiz edilmiştir. Araştırma bulguları sonucunda; rehber öğretmenlerin cinsiyetlerine ve kıdemlerine göre proaktif davranış sergileme düzeyleri arasında herhangi bir farklılık bulunmadığı; öğrenim düzeylerine göre lisansüstü eğitime sahip olanların proaktif davranış sergileme düzeylerinin lisans eğitimine sahip olanlara göre yüksek olduğu bulunmuştur. Rehber öğretmenlerin cinsiyetlerine, kıdemlerine ve öğrenim düzeylerine göre okul iklimi algıları arasında boyutları özelinde herhangi bir farklılık bulunmadığı sonucuna ulaşılmıştır. Okul ikliminin, bütün boyutlarıyla proaktif davranışlar üzerinde %8'lik bir etkiye sahip olduğu sonucuna ulaşılmıştır. Okul iklimine ait başarı etkenleri boyutunun tek başına proaktif davranışlar üzerinde %8'lik bir etkisi olduğu görülmüştür. Araştırma sonuçları doğrultusunda; politika belirleyicilerin, öğretmenlerin yeterliklerini artıracak eğitimler almalarını teşvik edecek uygulamalar ve sistemler geliştirmeleri önerilebilir. Okul yöneticilerinin, okul ikliminin iyileştirilmesine katkıda bulunacak uygulamalar geliştirmeleri önerilebilir. Araştırmacıların aynı konuları nitel araştırma yöntemleriyle daha derinlemesine incelemesi önerilebilir. Anahtar kelimeler: Okul iklimi, proaktivite, proaktif davranış, psikolojik danışman, rehber öğretmen
School climate is a set of internal features that serve to distinguish a school from others and affect the attitudes and behaviors of its members. Proactive behavior can be defined as anticipating the future and taking initiative to reach goals. According to the literature, school climate and proactive behaviors have important functions in job performance, organizational commitment, adaptation, job satisfaction and providing an effective educational environment. Because of these features, it is thought that it is important to investigate school climate and proactivity issues in schools. The purpose of this study is to determine the effect of school climate perceived by the guidance teachers on their proactive behaviors. The relational scanning model, which is one of the scanning models, was used in this research. The population of this research consists of guidance teachers working in schools of all levels in Istanbul in the 2020-2021 academic year. In order to represent the population, the sample group was chosen using the simple random sampling method; A total of 411 guidance teachers, 104 male and 307 female, working in all districts of Istanbul constituted the sample group of this study. Research data was collected through; The Participant Information Form, The School Climate Scale and The Abbreviated Proactive Personality Scale. The data in the study were analyzed using a statistical package program and the following methods: Independent groups t-test, One-Way Analysis of Variance (ANOVA), Multivariate Anova (MANOVA) and Multiple Linear Regression. As a result of the research findings; there is no difference between guidance teachers displaying proactive behavior according to their gender and seniority. It has been determined that the proactive behavior levels of those who have graduate education are higher than those with undergraduate education. It was concluded that there was no difference between the school climate perceptions of guidance teachers in terms of their gender, seniority and education level. It was also concluded that school climate, in all its dimensions has an 8% effect on proactive behaviors. It has been observed that the dimension of success factors of school climate alone has an 8% effect on proactive behaviors. In line with the research results; it may be suggested that policy makers develop practices and systems that will encourage teachers to receive training that will increase their competence. It may be suggested that school administrators develop practices that will contribute to the improvement of the school climate. Researchers may be advised to examine the same subjects more in depth with qualitative research methods. Keywords: School climate, proactivity, proactive behavior, psychological counselor, guidance teacher
School climate is a set of internal features that serve to distinguish a school from others and affect the attitudes and behaviors of its members. Proactive behavior can be defined as anticipating the future and taking initiative to reach goals. According to the literature, school climate and proactive behaviors have important functions in job performance, organizational commitment, adaptation, job satisfaction and providing an effective educational environment. Because of these features, it is thought that it is important to investigate school climate and proactivity issues in schools. The purpose of this study is to determine the effect of school climate perceived by the guidance teachers on their proactive behaviors. The relational scanning model, which is one of the scanning models, was used in this research. The population of this research consists of guidance teachers working in schools of all levels in Istanbul in the 2020-2021 academic year. In order to represent the population, the sample group was chosen using the simple random sampling method; A total of 411 guidance teachers, 104 male and 307 female, working in all districts of Istanbul constituted the sample group of this study. Research data was collected through; The Participant Information Form, The School Climate Scale and The Abbreviated Proactive Personality Scale. The data in the study were analyzed using a statistical package program and the following methods: Independent groups t-test, One-Way Analysis of Variance (ANOVA), Multivariate Anova (MANOVA) and Multiple Linear Regression. As a result of the research findings; there is no difference between guidance teachers displaying proactive behavior according to their gender and seniority. It has been determined that the proactive behavior levels of those who have graduate education are higher than those with undergraduate education. It was concluded that there was no difference between the school climate perceptions of guidance teachers in terms of their gender, seniority and education level. It was also concluded that school climate, in all its dimensions has an 8% effect on proactive behaviors. It has been observed that the dimension of success factors of school climate alone has an 8% effect on proactive behaviors. In line with the research results; it may be suggested that policy makers develop practices and systems that will encourage teachers to receive training that will increase their competence. It may be suggested that school administrators develop practices that will contribute to the improvement of the school climate. Researchers may be advised to examine the same subjects more in depth with qualitative research methods. Keywords: School climate, proactivity, proactive behavior, psychological counselor, guidance teacher
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Keywords
Eğitim ve Öğretim, Education and Training